Abstract
This systematic review synthesizes recent research (2014–2024) on instructional interventions aimed at improving foundational reading comprehension among students in grades K-3. Guided by a pre-specified review protocol, studies were selected based on strict eligibility criteria, including study design, population, intervention type, and outcome measures. A total of 65 studies were included to identify instructional characteristics and student factors associated with positive comprehension outcomes. Results highlight effective intervention features such as multicomponent instruction, explicit teaching strategies, and differentiated instruction. Findings suggest that specific components and implementation features can meaningfully impact the reading comprehension development of young learners, including English Learners, students with disabilities, and at-risk students.
